Advanced
search

To read this content please select one of the options below:

Socialization, education and learning for the internet (SELFI): development and pilot of a social media skills program for autistic adults

Anthony Osuna (Department of Counseling, Clinical and School Psychology, University of California, Santa Barbara, California, USA; Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, Washington, USA and Center for Child Health, Behavior and Development, Seattle Children's Research Institute, Seattle, Washington, USA)
Daina Tagavi (Department of Counseling, Clinical and School Psychology, University of California, Santa Barbara, California, USA and Department of Psychology, University of Washington, Seattle, Washington, USA)
Katie Sabini (Department of Counseling, Clinical and School Psychology, University of California, Santa Barbara, California, USA)
Ty Vernon (Department of Counseling, Clinical and School Psychology, University of California, Santa Barbara, California, USA)

Advances in Autism

ISSN: 2056-3868

Article publication date: 8 August 2023

Issue publication date: 8 November 2023

88

Abstract

Purpose

The purpose of this paper is to describe the development and pilot of a novel program to support autistic adults with social media use. Social media use among autistic adults has been associated with increased happiness and closer friendships. However, autistic adults are at risk of social media challenges such as cyber-victimization. To date, no programs exist that specifically support autistic adults with safe and effective social media use. The primary aim of this study was to develop and pilot test a novel social media skills program for feasibility and acceptability. A secondary aim was to explore changes in Facebook activity as a proxy for online social engagement.

Design/methodology/approach

The socialization, education and learning for the internet (SELFI) program was developed by identifying relevant target skills, goals, considerations and evidence-based strategies to help autistic adults with online social communication. The developed SELFI program was then pilot tested with six autistic male young adults to explore initial feasibility (fidelity of delivery, attendance) and acceptability (attrition, enjoyment and programmatic feedback). Facebook data were collected to explore differences in the frequency of likes/reactions, comments and posts after completion of the program.

Findings

Each participant completed all procedures and attended every session. There was no attrition from the program. The average fidelity score for recorded sessions was 85.1%. Most participants endorsed agreement with program enjoyment and that it helped them maintain current relationships. Participant feedback provided valuable information regarding areas of strength and areas that needed improvement. Each participant who completed the study demonstrated increased Facebook engagement across likes/reactions, comments and posts.

Research limitations/implications

Limitations include a small all-male sample, exclusion of adults with intellectual disabilities and adolescents and dependence on Facebook data. Additionally, the developed program did not incorporate feedback from relevant stakeholders, including autistic adults.

Originality/value

To the best of the authors’ knowledge, this is one of the first studies to explore support for autistic adults specifically related to social media use.

Keywords

Acknowledgements

The authors would like to thank our participants and research assistants for their contribution to this study.

Funding: The authors did not receive support from any specific grant from any funding agency for the submitted work.

Conflict of interest: The authors declare that this study is an evaluation of an intervention developed by the author(s).

Citation

Osuna, A., Tagavi, D., Sabini, K. and Vernon, T. (2023), "Socialization, education and learning for the internet (SELFI): development and pilot of a social media skills program for autistic adults", Advances in Autism, Vol. 9 No. 4, pp. 402-417. https://doi.org/10.1108/AIA-12-2022-0057

Publisher

:

Emerald Publishing Limited

Copyright © 2023, Emerald Publishing Limited

Related articles

Manage cookies

We’re listening — tell us what you think

Join us on our journey